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This study examined whether various types of father-figure presence in Mexican (n = 414)- and Dominican- American (n = 336) households measured at baseline predicted child mental health functioning one year later. Results of linear regression analyses showed that the impact of household structure on child functioning was significant and differed by ethnicity. For Mexican-American children, residing with a step-father or other adult male predicted increased externalizing problems compared to children residing their biological father. For Dominican-American children, residing with no father figure predicted increased externalizing problems compared to children residing with a biological father. Implications for practice and future research are discussed.
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We advance a tripartite framework of language use to encompass language skills, the practice of language skills, and the subjective experiences associated with language use among Mexican-origin adolescents who function as language brokers by translating and interpreting for their English-limited parents. Using data collected over 2 waves from a sample of 604 adolescents (Wave 1: Mage = 12.41, SD = 0.97), this study identified 4 types of bilingual language broker profiles that capture the tripartite framework of language use: efficacious, moderate, ambivalent, and nonchalant. All 4 profiles emerged across waves and brokering recipients (i.e., mothers, fathers), except for Wave 1 brokering for mother, in which case only 3 profiles (i.e., efficacious, moderate, and ambivalent) emerged. Three profiles emerged across time: stable efficacious, stable moderate, and other. The efficacious and stable efficacious profiles showed the most consistent relation to adolescents' academic competence. Improving bilingual language proficiency, together with fostering more frequently positive brokering experiences, may be an avenue to improving academic competence among Mexican-origin adolescents in the United States. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Sucesso Acadêmico , Emigrantes e Imigrantes/psicologia , Multilinguismo , Relações Pais-Filho , Pais , Tradução , Adolescente , Criança , Feminino , Humanos , Masculino , México/etnologia , Pais/psicologiaRESUMO
Research suggests fathers are important to adolescent well-being, yet there is limited information regarding how fathering is associated with adolescent risk and resilience in Mexican American families. This cross-sectional study utilized a structural equation model to examine whether parent-child alienation mediated the relations between parental displays of warmth and hostility and the outcomes of adolescent resilience and delinquency in Mexican American families (N = 272). Results indicated that adolescent-perceived alienation from parents was a significant predictor of both resilience and delinquency. Additionally, alienation mediated the relations between father warmth and resilience and father warmth and delinquency, as well as the relations between mother hostility and adolescent outcomes. Implications for theory and practice are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Assuntos
Relações Pai-Filho/etnologia , Delinquência Juvenil/etnologia , Americanos Mexicanos , Comportamento Paterno/etnologia , Resiliência Psicológica , Adolescente , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , RiscoRESUMO
OBJECTIVES: Residential time in the United States appears to be a risk factor for mental health problems among Latinos, according to studies of the immigrant paradox, or a pattern of findings documenting better health for immigrants relative to U.S.-born Latinos. The present study used an acculturative stress model to examine the immigrant paradox with a sample of Mexican-origin mothers. METHOD: Mothers [N = 175; age = 33.52 (10.75)], who were foreign- or U.S.-born, were categorized as more acculturated or less acculturated based on cluster analyses using demographic and language proficiency variables. The association between acculturative status and depressive symptoms approximately 9 months later was tested with two models: with both cultural stressors (i.e., perceived discrimination, acculturative stress) and cultural assets (i.e., familismo, ethnic identity) as mediators, and with the effects of cultural stressors moderated by cultural assets. RESULTS: Data provide some support for the validity of the mediation model. Less acculturated mothers reported (a) a stronger ethnic identity, which appears to have protected them from later depression, and (b) stronger familismo, which increased risk for later depression. In addition, discrimination was negatively related to later depression. CONCLUSIONS: We found support for the mediating role of cultural assets in the link between acculturation and depression, but some associations were in unexpected directions. These findings highlight the complexities of preserving core cultural characteristics among Mexican-origin mothers living in the United States, and the need to consider the context in which cultural processes unfold. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Atitude Frente a Saúde/etnologia , Depressão/psicologia , Americanos Mexicanos/psicologia , Mães/psicologia , Aculturação , Adaptação Psicológica , Depressão/etnologia , Emigrantes e Imigrantes/psicologia , Feminino , Humanos , Masculino , México , Percepção , Fatores de Risco , Estados UnidosRESUMO
OBJECTIVES: Recognizing that immigrant parents socialize their children in specific ways, the current study examines Mexican-origin families' parental socialization profiles using both parental cultural socialization and general parenting dimensions. We seek to understand how these dimensions interact to form culturally grounded parental socialization profiles in a sample of Mexican-origin parents and adolescents. METHOD: There were 604 adolescents, 595 mothers, and 293 fathers within Mexican-origin families self-reporting on 2 cultural socialization dimensions (respeto, independence) and 4 general parenting dimensions (warmth, hostility, monitoring, reasoning). Adolescent outcomes were assessed 1 year later. RESULTS: Latent profile analysis revealed eight parental socialization profiles representing distinct combinations of cultural socialization and parenting dimensions. Relative to other profiles, the Integrative-Authoritative profile (high on socialization toward respeto and independence; high on warmth, monitoring, and reasoning; and relatively low on hostility) was the most common parenting pattern and was also associated with more optimal adolescent outcomes. CONCLUSION: Examining cultural socialization alongside general parenting dimensions can better capture parental socialization strategies among Mexican-origin parents. The various parental socialization profiles that characterize Mexican-origin parents have important implications for adolescent outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Emigrantes e Imigrantes/psicologia , Poder Familiar/etnologia , Poder Familiar/psicologia , Pais/psicologia , Socialização , Adolescente , Adulto , Criança , Feminino , Humanos , Masculino , México/etnologiaRESUMO
Depression and acculturative stress are common among Latina mothers, yet little is known about how these variables are related to parenting practices and in turn, to the mental health functioning of their young children. The present study used a sample of Mexican-origin mothers of 3- to 6-year-old children (N = 175) to test a model of maternal depression and acculturative stress as predictors of child internalizing and externalizing problems, mediated by authoritarian and authoritative parenting practices. Results showed that maternal depressive symptoms and acculturative stress were associated with child internalizing, but not externalizing, problems. Only authoritarian practices mediated these associations. Results highlight the importance of considering sociocultural context in the study of child mental health in Mexican-origin populations.
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This study examined mother- and teacher-rated internalizing behaviors (i.e., anxiety, depression, and somatization symptoms) among young children using longitudinal data from a community sample of 661 Mexican and Dominican families and tested a conceptual model in which parenting (mother's socialization messages and parenting practices) predicted child internalizing problems 12 months later. Children evidenced elevated levels of mother-rated anxiety at both time points. Findings also supported the validity of the proposed parenting model for both Mexican and Dominican families. Although there were different pathways to child anxiety, depression, and somatization among Mexican and Dominican children, socialization messages and authoritarian parenting were positively associated with internalizing symptoms for both groups.
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Poder Familiar/psicologia , Comportamento Problema/psicologia , Socialização , Adulto , Pré-Escolar , Feminino , Hispânico ou Latino , Humanos , Masculino , Americanos MexicanosRESUMO
This study focused on social support and its association with child developmental outcomes, indirectly through parenting practices, in families of 4-5 year old Latino children. Data were collected from mothers and teachers of 610 Mexican American (MA) and Dominican American (DA) children. Mothers reported on perceived social support, parenting practices and children's problem and adaptive behavior functioning at home, and teachers reported on mothers' parent involvement and children's problem and adaptive behavior functioning in the classroom. Results showed that support received from family was higher than support received from school networks for both ethnic groups. Moreover, familial support was associated with child behavior, mediated by positive parenting practices, whereas support from school networks was not associated with child outcomes. During early childhood, social support from family members may be an important protective factor that can promote positive behavioral functioning among Latino children.
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Comportamento Infantil/etnologia , Desenvolvimento Infantil , Emoções , Hispânico ou Latino/psicologia , Poder Familiar/etnologia , Apoio Social , Pré-Escolar , República Dominicana/etnologia , Feminino , Humanos , Masculino , Americanos Mexicanos/psicologia , Estados Unidos/etnologiaRESUMO
Mexican and Central American-origin youth in immigrant families, the fastest growing segment of the K-12 school population, experience considerably worse educational outcomes than do youth from other Latino national origins and other racial and ethnic backgrounds. Socioeconomic factors, as well as length of U.S. residence, have important implications for youth's academic success. The present study uses longitudinal structural equation modeling techniques to identify how parents' socioeconomic status (SES) and youth's length of U.S. residence are associated with adolescent academic outcomes and, in turn, educational attainment in adulthood. The sample included 1,207 Mexican- and Central American-origin youth participants in the Children of Immigrants Longitudinal Study (CILS). Youth completed surveys at times corresponding roughly to ages 13 to 15 (Time 1), 16 to 18 (Time 2), and 23 to 25 (Time 3). When compared with youth with a longer duration of U.S. residence, young people who had lived in the U.S. for less than 5 years at Time 1 reported higher educational attainment at Time 3 by way of a better grade-point average (GPA) and higher educational expectations at Time 1. Parent SES was associated directly and indirectly with higher educational attainment through youth's greater educational expectations at Times 1 and 2. Although recent immigrant youth experienced sharper declines in GPA and educational expectations from Time 1 to Time 2 than youth with a longer duration of U.S. residence, newcomer youth's early academic success appears to have lasting benefits for educational attainment.
Los jóvenes de familias inmigrantes de origen mexicano y centro-americano, el segmento de la población escolar K-12 que más rápido crece, experimentan claramente peores resultados académicos que los jóvenes de otros orígenes latinos y de otros orígenes raciales y étnicos. Los factores socioeconómicos, así como el tiempo de residencia en los Estados Unidos (EEUU), tienen importantes implicaciones para el éxito académico de los jóvenes. El presente estudio utiliza técnicas longitudinales del modelo de ecuaciones estructurales para identificar cómo el estatus socioeconómico de los padres (SES) y el tiempo de residencia de los jóvenes en EEUU durante los años de adolescencia están asociados con los resulted académicos y, por tanto, con el rendimiento educativo alcanzado por estos jóvenes en la edad adulta. La muestra incluyó 1207 jóvenes de origen mexicano y centro-americano participantes en el Estudio Longitudinal de Hijos de Inmigrantes. Los jóvenes completaron cuestionarios aproximadamente entre los 13 y 15 años de edad (Tiempo 1), 16 y 18 (Tiempo 2) y 23 y 25 (Tiempo 3). Comparados con los jóvenes con más tiempo de residencia en los EEUU, los jóvenes que habían vivido en los EEUU menos de 5 años en el Tiempo 1 presentaron mayor rendimiento educativo por medio de una mayor GPA y una mayor expectativa educativa en el Tiempo 1. Mayor SES estuvo directamente e indirectamente asociado con mayor rendimiento educativo a través de una mayor expectativa educativa de los jóvenes en Tiempo 1 y 2. Aunque los jóvenes inmigrantes recién llegados experimentaron un descenso más brusco tanto en GPA como en expectativa educativa desde el Tiempo 1 al Tiempo 2 en comparación con los jóvenes con períodos de residencia más largos en EEUU, los resultados académicos positivos en el Tiempo 1 de los jóvenes inmigrantes recién llegados parecen tener beneficios duraderos para el rendimiento educativo en la edad adulta.
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The present longitudinal study examined cultural adaptation (i.e., acculturation and enculturation) and its correlates in a sample of 189 Mexican and Dominican immigrant women. Acculturation and enculturation were measured within the domains of language competence, identity and cultural knowledge at two time points over a one-year period. Across groups and domains, cultural adaptation was generally stable over time; only American cultural knowledge showed change, and only for MA women. Several correlates of cultural adaptation were identified. For Mexican women, living in poverty and in immigrant-dense neighborhoods was associated with lower acculturation. For Dominican women, age at immigration was the most robust correlate and was associated with more acculturation and less enculturation, though poverty and neighborhood characteristics emerged as significant for Dominican women too. Findings are consistent with the notion of cultural adaptation as a complex construct that is influenced by cultural context as well as individual immigrant characteristics.
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A large theoretical and empirical literature documents the central role of familismo (i.e., a strong emphasis on family) in the functioning of Latino youth. Few studies, however, have examined its association with early childhood functioning. The present study explored the potential risk and protective effects of maternal familismo on the adaptive and mental health functioning of 4 - 5 year old Latino children. A sample of 205 Mexican and 147 Dominican immigrant families was recruited from New York City. Mothers reported on their level of familismo, and acculturative status. Mothers and teachers rated child adaptive behavior and internalizing and externalizing problems. Findings suggest that maternal familismo is not uniformly associated with positive or negative early developmental outcomes but that its effects are moderated by child gender, family poverty and cultural (e.g., maternal ethnic and US American identity) characteristics. In addition, different mechanisms were identified for each ethnic group. Familismo was associated both positively (for boys) and negatively (for poor children) with adaptive behavior in the Mexican American sample. In the Dominican American sample, familismo showed a wide range of positive, albeit moderated, effects. Prevention efforts that help parents critically evaluate the impact of familismo on family processes, and preserve those manifestations of familismo that are protective, may best promote Latino child well-being.
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This study examined the mental health and academic functioning of 442 4- and 5-year old children of Mexican (MA) and Dominican (DA) immigrant mothers using a cultural framework of Latino parenting. Data were collected on mothers' self-reported acculturative status, parenting practices and cultural socialization, and on children's behavioral functioning (mother- and teacher-report) and school readiness (child test). Results provide partial support for the validity of the framework in which mothers' acculturative status and socialization of respeto (a Latino cultural value of respect) and independence (a U.S. American cultural value) predict parenting practices. For both groups, English language competence was related to less socialization of respeto, and other domains of acculturative status (i.e., U.S. American/ethnic identity, and U.S. American/ethnic cultural competence) were related to more socialization of respeto and independence. Socialization of respeto was related to the use of authoritarian practices and socialization of independence was related to the use of authoritative practices. Socialization of respeto was also related to lower school readiness for DA children, whereas socialization of independence was related to higher school readiness for MA children. Independence was also related to higher teacher-rated externalizing problems for MA children. For both groups, authoritarian parenting was associated with more parent-reported internalizing and externalizing problems. The discussion focuses on ethnic subgroup differences and similarities to further understanding of Latino parenting from a cultural perspective.
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Hispânico ou Latino/psicologia , Mães/psicologia , Relações Pais-Filho/etnologia , Poder Familiar/etnologia , Valores Sociais/etnologia , Aculturação , Adulto , Pré-Escolar , República Dominicana/etnologia , Emigrantes e Imigrantes/psicologia , Feminino , Humanos , Masculino , Saúde Mental , México/etnologia , Modelos Psicológicos , Poder Familiar/psicologia , Reprodutibilidade dos Testes , Socialização , Fatores Socioeconômicos , Estados Unidos , Adulto JovemRESUMO
OBJECTIVE: To examine physical and mental health functioning among Asian-American children of US-born and immigrant parents. STUDY DESIGN: We used data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 base-year public data file. The sample was restricted to 7726 Asian and US-born white children. Asian subgroups were created based on parents' country of birth. Child physical and mental health was assessed based on multiple sources of data and measures. Analyses included multivariate linear and logistic regression. RESULTS: After adjusting for demographic and contextual differences, disparities were found for physical and mental health indicators. Children of foreign-born Asian families (from east, southeast, and south Asia) were at greater risk for poor physical health, internalizing problems, and inadequate interpersonal relationships compared with children of US-born white families. CONCLUSION: There is little support for the "model minority" myth with regard to physical and mental health. Evidence of physical and mental health disparities among young Asian-American children and differing risk based on region of origin of immigrant parents suggests the need for culturally informed prevention efforts during early childhood.
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Povo Asiático/psicologia , Comportamento Infantil/etnologia , Proteção da Criança/etnologia , Emigrantes e Imigrantes/psicologia , Família/etnologia , Saúde Mental/etnologia , Povo Asiático/etnologia , Criança , Comportamento Infantil/psicologia , Proteção da Criança/psicologia , Pré-Escolar , Emigrantes e Imigrantes/estatística & dados numéricos , Família/psicologia , Feminino , Humanos , Controle Interno-Externo , Relações Interpessoais , Masculino , Estudos de Amostragem , Fatores Socioeconômicos , Estados Unidos/epidemiologiaRESUMO
Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field.
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Latino families face multiple stressors associated with adjusting to United States mainstream culture that, along with poverty and residence in inner-city communities, may further predispose their children to risk for negative developmental outcomes. Evidence-based mental health treatments may require culturally informed modifications to best address the unique needs of the Latino population, yet few empirical studies have assessed these cultural elements. The current study examined cultural values of 48 Dominican and Mexican mothers of preschoolers through focus groups in which they described their core values as related to their parenting role. Results showed that respeto, family and religion were the most important values that mothers sought to transmit to their children. Respeto is manifested in several domains, including obedience to authority, deference, decorum, and public behavior. The authors describe the socialization messages that Latina mothers use to teach their children respeto and present a culturally derived framework of how these messages may relate to child development. The authors discuss how findings may inform the cultural adaptation of evidence-based mental health treatments such as parent training programs.
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Características Culturais , Hispânico ou Latino/psicologia , Poder Familiar/etnologia , Valores Sociais/etnologia , Aculturação , Adulto , Criança , Pré-Escolar , República Dominicana/etnologia , Feminino , Humanos , Relação entre Gerações , Americanos Mexicanos/etnologia , Americanos Mexicanos/psicologia , Modelos Psicológicos , Poder Familiar/psicologia , Socialização , Estados UnidosRESUMO
Explored self-reported parenting in a Hispanic sample of mothers living in the mainland United States using a cultural framework. Participants were 130 immigrant or first-generation Dominican and Puerto Rican mothers with a child between the ages of 2 and 6 years. Mothers completed questionnaires related to their parenting behavior and also filled out a detailed demographic form and a measure of acculturation. Results suggested that both Dominican and Puerto Rican mothers engage in high levels of praise and physical affection and low levels of harsh, inconsistent, and punitive parenting behaviors. Dominican and Puerto Rican parenting was similar on measures of authoritarian and permissive parenting, but differences emerged on a measure of authoritative parenting and when parenting was considered at the more detailed level of individual behaviors. Parenting was related to several demographic characteristics, including father's education level and child age; more specifically, higher paternal education and younger age of the child were related to higher levels of authoritative parenting by mothers. Parenting and acculturation were generally not related. Discussion focused on a culturally sensitive interpretation of normative parenting among Dominican and Puerto Rican mothers.